RIGHTS OF THE GIFTED PERSON: RECOGNITION, GUARANTEE, AND CHALLENGES IN THE CONSTRUCTION OF AN INCLUSIVE SOCIETY

Abstract

This research investigated the intersection between giftedness, cognitive development, and educational inclusion in the light of the Giftedean neoperspectivist paradigm, which considers the coexistence of absolute and relative truths, as well as self-management and the promotion of justice and diversity. The study contextualizes the need for more comprehensive models for the identification and development of high skills, highlighting theoretical and practical challenges in the current literature. The central problem lies in the insufficiency of integrative approaches that contemplate the multiple dimensions of giftedness. The main objective was to analyze the applicability of the Giftedean neoperspectivist paradigm in the understanding and promotion of high cognitive potential. Methodologically, the research adopted the hypothetical-deductive method, based on theories such as the Theory of Multiple Intelligences, the Triarchic Theory of Intelligence and the Theory of Positive Disintegration. A Bibliographic and Documentary Narrative Review was carried out, consulting databases such as Scopus, Web of Science and SciELO, analyzing 127 high-impact articles. The findings revealed that giftedness must be understood in a multidimensional way and that inclusive approaches are essential. Gaps were identified in the literature regarding longitudinal and comparative studies between different sociocultural contexts. Limitations include the absence of primary data and reliance on secondary sources. It contributes theoretically by broadening the discussion on human potential, methodologically by exemplifying the application of the hypothetical-deductive method and empirically by suggesting guidelines for more effective educational policies. The study adds value to science, graduate studies, and the formulation of inclusive strategies in education.